Writing Retreat

W10: Becominghttp://becomingeducational.wordpress.com/2013/11/28/week-9-introduction-to-research-drawing-for-thinking-learning-and-research

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http://becomingeducational.wordpress.com/2013/12/03/in-the-beginning/

We write to learn…

But – we resist writing:• Fear• Of writing• Of committing• Of being judged.

How can we overcome our fear and make time and space to write?

Ta Da: Writing Retreat:

• Creating a space to think, write and think again

• Tackling our resistance to writing

• Supporting ‘writing to learn’

• Structured self- or peer review

• Creating community of practice & inquiry…

Becoming an Educationalist is…

• Intensive - four hours + five or six

• Writing & all tasks = essential engagement with ideas and practices…

• Promote active learning and critical thinking.

• Must be done!

Weekly tasks

• Revision of notes – clear identification of names, theories, concepts and ideas

• Follow up on the names, theories, concepts and ideas. Do some talking, reading, thinking, writing.

• Tip: produce personal subject dictionary• Reflective learning log – preferably as a blog • Review of & comment on Becoming blog• All writing tasks set (and in the Module

Handbook) – especially if un-finished in class.• Developing Digital self project

WARNING - CHECKLIST

• Make a note of what you have done – and what you have still to do:

• Personal Blog, preferably as a Quad-blog.

• Reflective learning logs: nine.

• Six word essay: How to succeed at University.

• Free write: What is a successful educationalist?

• Collage & Artist Statement

• Digital Project: Developing digital self: strategy and with regular reflections

• Becoming research project: field notes and ideas

• 50-word essays: Successful University writing Or Successful University reading.

• Poster presentation. • Short essay: How far should our actions depend on our

values and beliefs?

• Drawings: including of ontology and epistemology.

• Paragraph on role of drawing in teaching, learning and research … plus

• Mini-Project: Research an artist, an art movement or a particular work of art – and consider how you might use what you have learned in your studying now – and your teaching in the future – for three-minute presentation, W11.

Notes on:

• Bandura• Bentham• Burr• Freire• Giroux• Kant• Robinson• Rogers … AND ON:

• What is an educationalist?

• Who and what is education for?

• Socialisation, indoctrination or emancipation: what sort of educationalist do I want to be?

• Role play and simulations – and their role in teaching and learning

• Enlightened self interest, utilitarianism, moral imperative

• Analytical and critical thinking – and how to develop it in the self and others

• Image mediated dialogue – and its role in teaching and learning

• Topic mediated dialogue – and its role in teaching and learning

• Participant observation

• Academic writing#1 & #2

• Self-efficacy, self-confidence and self-esteem – in academia

• Gareth Malone (Choir)

• Last Chance Kids – the tyranny of synthetic phonics

• Presentations: what, why, how.

• Positive thinking in academia: what why, how

• All your peers’ poster presentations

• Research: the university and community

• Research: ontology, epistemology, positivism, interpretism…

• Drawing for teaching, learning and research

Right• How up to date are you?• How does that feel?• If you were the teacher – how would you feel?• What would you do?

We are treating it as a pedagogy issue for us all to solve:

• What do you think the issues are?• What are the risks? Personally – and

academically?

Assessment

• Reflective learning logs – 30%

• Research Project – total 30%

1. Proposal 1000 words – week 19 (10%)

2. Report 1000 words – week 30 (20%)

3. Artefact: marks if in Appendix of Report and if referred to in Reflective Logs +/- final essay.

• Essay – 40%

Reflective Logs 30%

HIGH percentage - will need:• Excellent observation, perception, acuity,

visual qualities• Relevance to self-development as student

and as one becoming an educationalist• Short overarching commentary• Appendices of relevant activities: art work;

artist statements; writing tasks; blog links; artefacts…

Okay

By the end of today:

• Have produced real writing – for your Reflective Log portfolio (and your learning!!)

• Have reflected on your resistance to writing

• Have a new writing strategy to test out…

• Ready to bring an embryo portfolio W13

Writing a Log

• Choose a week - any week that you have the notes for

• WRITE – 15 minutes:• Week number and date• What did we do – ALL activities?• Why did we do each activity?• What was your reaction?• What was the learning?• What was your follow up?

Structured Review

• Peer Review?• Why?• Why not?• You choose!• If peer reviewing – pose feedback

thoughtfully and constructively• Take ten minutes• Use the following questions:

• Week number and date?• Have all the activities from that week been identified?• Is there critical reflection on the *why* of each activity? • Is it connected to the aims and assignments on the

module?• Is there a useful reflection on the personal reaction to the

activities? • Has there been some consideration of how negative

reactions might be tackled? • Or positive reactions harnessed?• Has the learning been summarised usefully? • Has it been linked to improving successful practice now

as a student? • And – to future practice as an educationalist? • And/or to the potential research project?• Is there evidence of further reading?• Are there any illustrations or other evidence of thoughtful

engagement?

Return piece

• Read feedback

• Discuss with peer reviewer…

• Next steps:

• Produce an improved log – respond to feedback – and to your own developed thinking: ten minutes…

Discuss…

Hand it in:

• Write your name on this log

• Hand in to your module tutor…

Workshop or Retreat?

• The Workshop sessions will continue as a mini-writing Retreat to get more real work done...

• Or – a few students are welcome to go with Sandra to take part in a one-day Reading/Writing Retreat that we are running for PhD students...

Workshop shape

• 10.15 – 10.30: identify writing task

• 10.30 – 11.00 – first writing session

• 11.00 – 11.15 – feedback and discussion; goal setting for the next writing

• 11.15 – 11.45 – second writing session

• 11.45 – discussion and concluding reflections, memory postcards

TOPICS on next slide

Workshop topics• Collage artist statement• 50-words on Writing or Reading at

University• Paragraph on: Drawing for teaching,

learning and research• Revising and improving old logs –

producing new logs: TEN by end of today!• Ideas for research project• Updates on digital me projects• Notes for Art & Artists mini-project